Native language or Russian. A new subject is being introduced in schools. Russian language as an academic subject The content of the subject Russian language is understood

Native language as an object of acquisition. The role of the native language in the development of the child’s psyche and thinking. Russian language as a developing subject. Federal and national-regional components of the content of the subject “Russian language”.

Formation of language, linguistic, communicative, cultural competences in the process of teaching the Russian language. Program material on formation

· language competence, which presupposes knowledge of the language itself (sections: phonetics and orthoepy, vocabulary and phraseology, morphemics and word formation, morphology, syntax, stylistics);

· linguistic competence, including knowledge about linguistics as a science, general information about language and the most important information about linguistic scientists;

· communicative(speech) competence associated with mastering all types of speech activity and speech culture;

· cultural studies competence, including information about language as a national-cultural phenomenon. Cultural aspect of teaching the Russian language as a means of reflecting the spiritual and moral experience of the people, reflecting the basic moral values.

Educational, developmental and educational functions of teaching the Russian language and speech. Interdisciplinary connections in learning the native language. Solving educational problems through the subject.

Regional material as a means of developing the cognitive interest of schoolchildren. Integrated nature of regional material. The main directions for the implementation of the regional component in training: studying the features of the local dialect, researching the toponymy of the native land, including regionally oriented texts, expanding students’ knowledge of the history, literature, culture of the native land, its traditions and customs, familiarization with the peculiarities of speech etiquette of the native land, assessment speeches of fellow countrymen from the point of view of linguistic literary norms.

Methods of teaching the Russian language in a multiethnic and multicultural environment.

v Behind the textbook line

The methodology for teaching the Russian language began to take shape from the time the Russian language was introduced into the number of academic disciplines in Russian schools - from the end of the 18th century.

The absence of the native language as an educational subject in the plans of the then existing educational institutions in Russia hampered the development of public education, since an intermediary language was required: when teaching literacy (writing and reading), it was the Church Slavonic language, and when studying special educational subjects - some foreign language , which had to be previously mastered at the level of communication.

In order for the native language to become a subject at school, certain conditions are needed, which in the first half of the 18th century. did not have. But gradually they took shape: a simple font suitable for mass civil printing was approved (1710) in the second half of the 18th century. a rich literature has been created; a scientific description of the Russian language was made (in 1755 "Russian Grammar" by M.V. Lomonosov appeared), as well as the rules of Russian stylistics (1748, "Rhetoric" by M.V. Lomonosov), a 5-volume "Dictionary of the Russian Academy" was compiled (1789-1794); school textbooks of Russian grammar were written; methods of teaching the native language were developed.

Public opinion has matured about the need to study the native language in general and in established schools. Societies for the study of the Russian language began to be created: “Russian Assembly” in St. Petersburg - 1735-1743; "Free Russian Assembly" in Moscow - 1771-1783. In 1783, the Russian Academy was organized, headed by E. R. Dashkova, for the study of Russian language and literature.

There is a need for a new (after Peter I) reform of the Russian school, which should become general education. At the end of the 18th century. (August 5, 1786) Empress Catherine II approved the “Charter for public schools in the Russian Empire.” In accordance with the new “Charter,” the school did not become a comprehensive school, since it did not apply to serfs. The new school did not become a secondary school either, although the second type - the main public schools introduced in provincial cities - had a 5-year term, but in terms of the range of academic disciplines, these schools did not allow graduates to immediately enter universities.

The new “Charter” introduced the Russian language in schools as an academic subject studied in all classes. The general cultural significance of this fact is enormous. The path to knowledge and creativity in their native language was opened for a mass of people.

Textbooks were created for students (V.P. Svetov, A.A. Barsov, N. Kurganov, P. Sokolov, I. Ornatovsky, I.F. Timkovsky, P. Perevlessky, P. Basistov, A. Smirnov, N.I. Grech, A.Kh. Vostokov, V. Polovtsev, etc.), manuals for teachers to work in their native language were prepared (V.P. Svetov, N.I. Grech, E. Gugel, etc.).

By the 40s. XIX century rich methodological material for work on the native Russian language has accumulated, which made it possible for F.I. Buslaev, based on domestic and foreign experience, created a general work on the methodology of the Russian language “On Teaching the Russian Language” (1844). From this time on, the methodology of teaching the Russian language began to acquire the status of an independent field of human knowledge.

Þ Behind the lines of modern documents

In the Concept of modernization of education for the period until 2010 it is said: “A comprehensive school should form a holistic system of universal knowledge, abilities, skills, as well as the experience of independent activity and personal responsibility of students, that is, key competencies that determine the modern quality of educational content.”

Þ Behind the lines of the dictionary

Linguistic competence of the individual.1. In the theory of speech communication: a set of skills and abilities communicant, including 1) the ability to express a given meaning in different ways (the ability to paraphrasing); 2) the ability to extract meaning from what has been said and to distinguish between outwardly similar, but different in meaning statements (discrimination homonymy) and find a common meaning in apparently different statements (mastery of synonymy); 3) the ability to distinguish linguistically correct sentences from incorrect ones; 4) the ability to choose from a variety of means of expressing thoughts the one that most closely corresponds to the communication situation and most fully expresses the personal characteristics of its participants (selective ability). 2. In theory speech culture: a person’s ability to communicate successfully, based on his level of language proficiency and language norms, on his ability to produce and understand texts of various types in a literary language.

Literature

Methods of teaching the Russian language at school: A textbook for students. higher ped. textbook institutions / M.T. Baranov, N.A. Ippolitova, T.A. Ladyzhenskaya, M.R. Lviv; Ed. M.T. Baranova. – M.: Publishing Center “Academy”, 2000.

Theory and practice of teaching the Russian language: Textbook. aid for students higher ped. educational institutions / E.V. Arkhipova, T.M. Voiteleva, A.D. Deykina et al.; Ed. R.B. Sabatkoeva. – M.: Publishing Center “Academy”, 2005.

Voiteleva T.M. Theory and methodology of teaching the Russian language. – M.: Bustard, 2006.

Antonova E.S. Methods of teaching the Russian language: communicative-activity approach. – M., 2007.

Fedorenko L.P. Patterns of native speech acquisition. – M.: Education, 1984.

Fedorenko L.P. Analysis of the theory and practice of teaching methods of the Russian language. Kursk, 1994.

Deykina A.D. Training and education in Russian language lessons. – M., 1990.

Deykina A.D., Eremeeva A.P., Khodyakova L.A., Gordienko O.V., Pakhnova T.M. Formation of cultural competence of students when teaching the Russian language. – M., 2005.

Bystrova E.A. Russian language in the system of philological education // Teaching the Russian language at school. (pp. 7–19). The goals of teaching the Russian language, or what competence we develop in the classroom. (pp. 20–39). The cultural function of the Russian language in the system of its teaching. (pp.131–155). // E.A. Bystrova, S.I. Lvova, V.I. Kapinos et al. - M., 2004.

Vlasenkov A.I. Developmental teaching of the Russian language. – M., 1982.

Coherent local history texts in classes on Russian language and speech culture: Textbook /Auth.-comp. T.M. Malykhina, L.E. Pisareva, T.V. Letapurs, V.I. Kharitonov. – Kursk, 2003.

Russian language as a subject in primary school

Russian language is compulsory to study at school, in particular in primary school. This is determined by its main functions:
language serves a person as a means of formalizing and expressing thoughts, a means of communication and a means of expressing feelings and moods;
the ability to speak, read and write in their native language is a necessary condition and means of students’ educational work;
language serves as an important means of education.
One of the most important tasks of the Russian language methodology is to determine and formulate the Russian language course at school (and, in particular, in the primary grades of school) as an academic subject.

Objectives of teaching Russian language:
develop students' oral and written speech;
teach children entering grade 1 literacy, i.e., basic reading and writing, and further improve these skills;
teach literary norms - spelling and punctuationally correct writing, spelling correct pronunciation and mastering the expressiveness of speech and elements of stylistics;
study theoretical material on grammar, phonetics, vocabulary, form a system of scientific concepts in language;
to introduce schoolchildren to examples of fiction, popular science and other literature through reading and grammar lessons, to help them master the ability to perceive a literary work.
The Russian language program for primary grades specifies these tasks. A program is a state document that defines the content of an academic subject, its volume, the sequence of presentation of the material, as well as the basic requirements for the level of knowledge, skills and abilities in the subject. Completion of the program by the teacher and students is strictly mandatory, and expansion or narrowing of the program is not allowed.

Principles for constructing a curriculum in the Russian language:
System-descriptive (when selecting training content, it ensures that students master the Russian language system and how to apply knowledge of this system in practice);
Communicative-speech (focus on interconnected learning of all types of speech activities (listening, speaking, reading, writing) in order to develop in students the ability to solve communicative tasks using language means in different communication situations);
The principle of cultural conformity (determines the direction of the content of language education towards the assimilation and appropriation by students of the cultural, spiritual, moral values of the Russian people, enshrined in the language).

Types of programs:
A sample program is a federal-level reference document with a minimally specific description of the content.
The approximate program is a guideline for the compilation of original curricula and textbooks, work programs of a training course, subject, discipline and determines the mandatory part of the training course, subject, discipline, outside of which there remains the possibility of the author's choice of a variable component of the content of education.
The author's program is a document created on the basis of the Federal State Educational Standard and an example program and having the author's concept for constructing the content of a training course, subject, discipline. The author's program is developed by one or a group of authors. The introduction of the author's program into the practice of general education institutions is preceded by its examination and testing.
A work program is a regulatory and management document of an educational institution that characterizes the system of organizing educational activities.
The work program specifies the Federal State Educational Standard, taking into account the necessary requirements for its construction, and also describes the national-regional level, takes into account the possibilities of methodological, information, and technical support for the educational process, the level of students’ training, and reflects the specifics of training in a given educational institution.

Methods of teaching the Russian language.
The problem of classifying teaching methods is still relevant. Currently there is no single point of view on this issue. Due to the fact that different authors base the division of teaching methods into groups and subgroups on different criteria, there are a number of classifications.
I. The earliest classification is the division of teaching methods into the teacher’s work methods (story, explanation, conversation) and student work methods (exercises, independent work).
II. From the beginning of the 30s of the 20th century to the present day, the most common classification of methods according to the source of knowledge acquisition, and when applied to the Russian language, it is presented as follows:
verbal methods - the source of knowledge is the spoken or printed word;
practical methods - students gain knowledge and develop skills by performing practical actions;
visual methods - the source of knowledge is observed objects, phenomena, visual aids (display of posters, diagrams, films, demonstration of experiments, etc.).
The classification according to the source of knowledge has been repeatedly and quite reasonably criticized in the pedagogical literature. The main disadvantage of this classification is that it does not reflect the nature of students’ cognitive activity in learning, nor does it reflect the degree of their independence in educational work.
III. Classification of methods according to the nature of students’ cognitive activity:
Information-receptive (explanatory-illustrative) - a method consisting in the presentation of ready-made information by the teacher and its assimilation by students.
Reproductive - a method that involves organizing the reproduction of methods of activity that the teacher reported earlier and a sample of which he showed (solving typical problems, exercises, retelling texts on the teacher’s instructions).
The method of problem presentation is a method that involves the teacher posing a problem; the teacher himself solves this problem, but certainly demonstrates the contradictory ways of the process of cognition itself, illustrating the culture of thinking in the course of solving the problem.
Partial search (heuristic) method is a method that involves students’ initial mastery of individual elements of search activity (for example, the teacher poses a problem, the students put forward only a hypothesis, or the teacher presents the facts and the students draw conclusions).
Research is a method that involves the teacher organizing the creative search activities of students by posing new problems and problematic tasks for them.

Russian language textbook as a source of knowledge.
A textbook is the most important teaching tool, the main source of systematized knowledge. Its content and structure are subordinated to the tasks of training, development and education of students.
Components of a Russian language textbook:
1. Systematized educational material that contains knowledge in the form of rules (grammatical, spelling, punctuation) and language concepts.
2. Language material: letters, syllables, words, sentences, texts.
3. Apparatus for organizing assimilation:
questions and assignments
exercises (to introduce new material; to develop skills and abilities)
instructions (memos, samples of analysis)
4. Orientation apparatus (table of contents, headings, symbols).
The tutorial can be used for:
organizing observations of language material
working with a rule
consolidation of knowledge
homework
certificates

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Test

by discipline: Methods of teaching Russian language

Moscow, 2016

Question 1. Russian language as a subject at school. Contents of teaching Russian language

“Language is the history of a people. Language is the path of civilization and culture. That is why studying and preserving the Russian language is not an idle hobby with nothing to do, but an urgent necessity.”

A.I. Kuprin

School education is an important moment in the formation of modern society. Education is designed to give basic knowledge and skills to the child, which will later be in demand by society. Taking this into account, the educational process in educational organizations is structured, regulated by the Federal Law “On Education in the Russian Federation”. At the moment, the total number of academic subjects studied in basic school is about two dozen.

An educational subject is a pedagogically adapted system of knowledge, skills and abilities that expresses the main content of a particular science and the corresponding activities for the assimilation and use of this knowledge and skills. As can be seen from the definition of the term, an academic subject is a scientific discipline adapted for study. The Russian language, like any other school subject, is fundamentally based on the science of the Russian language. Russian language subject education

The science that studies human language is called linguistics. And in a specific case, speaking about the Russian language, such a term as Russian studies appears. Russian studies covers literally all areas of the development and formation of the Russian language, starting with its history (Old Church Slavonic language) and continuing to monitor and study the current state of the language. Many sections, such as grammar (morphology and syntax), vocabulary, phraseology, phonetics, graphics, spelling, punctuation, spelling, word formation and stylistics reflect the beauty, richness and, at the same time, complexity of the Russian language.

M.V. is rightfully considered the founder of the science of the Russian language. Lomonosov. But the unflattering opinion of A.S. has reached our times. Pushkin about the literary research of M.V. Lomonosov. The poet attributed to the scientist a lack of originality, simplicity and accuracy. The poet-storyteller accused Lomonosov of "absence of any nationality." It’s no wonder if you remember the lines from the poem by A.S. Pushkin “...there is a Russian spirit, there is a smell of Russia!” In contrast to the opinion of Alexander Sergeevich, V.G. Belinsky, a famous literary critic, called Lomonosov "Peter the Great of our literature." It was very accurately noted that “in the time of Lomonosov we did not need folk poetry; then the great question - to be or not to be - was not a question of nationality for us, but of Europeanism...” However, Lomonosov’s Grammar was reprinted 14 times and formed the basis of A.A.’s Russian grammar course. Barsov, linguist of the 18th century. It is worth noting the enormous contribution to the development of Russian studies by the work of V.I. Dalya, D.N.Ushakova, L.V. Shcherba, S.I. Ozhegova, A.A. Potebnya.

As can be seen from the above historical information, the formation of the science of the Russian language was not alien to the trends of the times and the political development of the country. Therefore, it is not surprising that the composition of the academic subject “Russian Language” changed in different periods of development of the national school. An interesting, comprehensive chronology is described in the textbook “Methods of teaching the Russian language in secondary school” by E.I. Litnevskaya and V.A. Bagryantseva. Everything can be presented clearly and briefly in the table.

Secondary education system in Russia and the place of the Russian language as an academic subject.


	Russian language was introduced as an independent subject	The program was not developed fully and specifically, as a result of which different gymnasiums provided different amounts of knowledge
	Russian language is considered the main subject	A large number of hours are allocated for the Russian language course. The goal is not only the assimilation of knowledge, but also the development of logical thinking, studying the history of the native language
	There is no single program for teaching the Russian language. Educational program for local programs.	The study of the Church Slavonic language and the history of the native language is stopped.
	Cancellation of systematic Russian language classes. The Rise of Integrated Programs.	The literacy rate of the population has decreased.
	Cancellation of comprehensive programs. Adoption of the first stable program. The appearance of the first textbooks.	The history of the Russian language is back on the program
	The concept of the "New Doctrine of Language"	Politics in science (class struggle)
	Overcoming the consequences of the 40s. New program (the fruit of 20 years of work)	Introduction of 8-year education
	Law on Universal Secondary Education.	Russian language is a compulsory subject from grades 1-10. Volume increased.
	The program is shortened due to theoretical material.	Russian language is studied only from grades 1-8
	Alternative forms of educational institutions have emerged	State standards have been created to maintain unity and continuity
	"Modern" history of education

We should not forget the importance of the native language, because in many ways love for the Motherland and pride in one’s country is reflected in one’s attitude towards one’s origins and the history of one’s native language. Moreover, it is worth noting that Russian, as a native language, performs two functions at school: it is, firstly, a subject of study and teaching and, secondly, a means of studying all other subjects. Consequently, the success of students in mastering both the Russian language itself as a means of communication in all forms of its use, and all other academic subjects, largely depends on the level of its teaching.

In modern schools, the Russian language is studied from grades I to IX. In grades X-XI, for many years it was taught as an elective (depending on the type of schools and the possibilities of introducing the subject “Russian language” into the curriculum). Currently, in many regions of Russia, Russian language lessons are mandatory in high school.

1) a system of linguistic concepts that should constitute students’ knowledge of language and speech;

2) spelling and punctuation rules that are introduced into the Russian language course; acquiring the ability to apply spelling rules is one of the most significant practical goals of teaching the Russian language;

3) speech skills that must be developed in the process of studying the main course and speech development lessons.

The structure of the course involves a specific distribution of material across classes, half-years, and quarters.

The state educational standard of general education determines, in addition to the general concept of education, the goals and content of education in subject areas. “Mandatory minimum content of basic educational programs” includes a list of topics that are required to be included in any Russian language program, ensuring the formation of three types of competencies: communicative, linguistic and linguistic (linguistic), cultural.

Requirements for the level of training of graduates are also included in the Mandatory Minimum and describe what exactly as a result of studying the Russian language the student must know, understand, be able to and use in practical activities and everyday life. For the basic general school, a focus on speech development and the formation of communicative competence is adopted; for high school, a distinction is made between the basic and specialized levels.

The mandatory minimum only names large thematic blocks, which are detailed and disclosed in the “Approximate Program of General Education.” The sample program is intended to serve as a guide for developers of proprietary programs and textbooks. It does not give preference to any teaching concept, does not contain instructions on the sequence of study and distribution of educational material among classes, and only approximately distributes the teaching hours allocated to the study of large sections of the course.

On the basis of the Federal component of the state standard of general education, the Federal Basic Curriculum has been developed, which determines the total number of hours for studying each academic subject at different levels and profiles, as well as the annual distribution of hours. The Federal Plan establishes the relationship between three components: 1) the federal component is at least 75% of the total standard time allocated for mastering basic educational programs; 2) the regional (national-regional) component is at least 10% of the total standard time; 3) the component of the educational institution is independently established by the educational institution and amounts to at least 10% of the total standard time.

Question 2. Compile a summary of a fragment of a Russian language lesson in grade 5 “Explanation of new material”

Lesson topic: Speech development lesson. Speech styles: colloquial, scientific, official and business.

Item: Russian language.

Class: 5

Lesson location: Section I "Language and Communication", Lesson 3.

Lesson type: lesson of learning new material.

The purpose of the lesson: create conditions for familiarization with speech styles.

Tasks:

- educational: consolidate the concept of “speech styles”; introduce the concept of “official business style of speech”; teach how to work with texts of different speech styles;

- developing: develop the ability to find characteristics characteristic of each style;

- educational: nurturing a culture of mental work based on such mental operations as: analysis, synthesis, grouping, generalization.

Cognitive UUD:

will learn - generalize, analyze what is seen in the pictures; construct messages orally, we develop the ability to draw conclusions based on the analysis of objects.

Communication UUD:

Will learn - formulate your own opinion and position; perceive other opinions and positions, develop the ability to listen and understand others; we develop the ability to construct a speech statement in accordance with the assigned tasks; We develop the ability to work in pairs.

Personal UUD:

we form motivation for learning and purposeful cognitive activity;

Regulatory UUD: ability to carry out experimental activities to transform texts

During the classes.

I. Organizing time.

Good afternoon, my friends!

I am in front of you again.

I'm very glad to see everyone.

Success awaits you today.

And I’ll also tell you:

Smile at all your friends.

Pull yourself together, pull yourself together

And sit down quietly.

II. Stage of actualization and motivation for educational activities

Teacher: Listen to the poem and determine what its main theme is?

We need to clearly understand

That the task is not easy

To express a thought in words -

The essence of the style is this.

Dissertation, conversation,

Speech, article or novel?

Application against a neighbor

What a farce it was.

There is a system in everything in language.

There is no need for us to guess,

So that the dilemma does not torment you, -

You need to know speech styles!

Teacher: Now formulate the topic of the lesson.

Write down the date and topic in your notebook. (Students pronounce the topic, the teacher corrects)

YYYY. Statement of educational problem. Discovery of new knowledge

Vocabulary work.

Teacher: Guys, is the word style unambiguous or ambiguous?

For this lesson, I asked you to work with an explanatory and etymological dictionary. What have you learned about the history of this word?

(children's answers are heard)

The word style comes from the Greek stilos and means "stick". In ancient times and in the Middle Ages they wrote with a rod made of wood, bone, or metal. One end of the rod was pointed, and they used it to write on damp clay tiles, birch bark, and waxed tablets; the other - in the form of a spatula, with which, turning the rod - “style”, they erased what was written. Thus, the author improved his writing. Hence the expression “flip the style often”, i.e. correct, rework your work.

Teacher: What can you tell us about the lexical meaning of the word?

(children's answers are heard)

In the dictionary of S.I. Ozhegov gives the following interpretation of the word style:

1) A characteristic appearance, a variety of something, expressed in some special characteristics, properties of artistic design. For example: Russian national style. Fashion style. Architectural style.

2) A method, a set of techniques for some kind of work, activity, behavior. For example: style at work. Swimming style. This act is completely in his style (he always does this).

3) A set of techniques for using language to express certain ideas and thoughts in various conditions of speech practice. For example: style of fiction. Scientific style.

Teacher: Which definition is appropriate for our lesson?

Teachers: Third, where we are talking about the means of language.

Teacher: Correct. Do we always use the same words in different life situations? (There may be a moment of debate here. Some of the guys may agree, others, on the contrary, will begin to reflect)

Teacher: Look at the board. Here we have words. I suggest you divide them into two groups.

Words on the board

sleep sleep

celebrate party

father dad

thank you merci

paint

plop down

trudge

each other

boys guys

Teacher: What did you do? (ask individual children why they divided the words this way, ultimately lead to the idea that some words are found in conversations, others in books)

Russian language as an academic subject- the basis of a student’s education. Opening up access to knowledge in all other subjects of the school cycle, forming the skills and abilities necessary for education and self-education, the subject “Russian language” itself has great educational significance. It is he who leads students to an understanding of such an important phenomenon of reality as language, to an awareness of the basic linguistic means (phonetic, lexical, grammatical). In Russian language lessons, students master four types of speech activity: listening, reading, speaking and writing. Here, schoolchildren become aware of the relationship between form and meaning, develop logical and theoretical thinking, gain an understanding of the development of language, become familiar with new and outdated words, and with some cases of transition from one part of speech to another. Observations of changes in vocabulary lead schoolchildren aged 10-15 years to understand the fact that the development of language is associated with the development of social life, science and culture of society.

In Russian language lessons, serious educational problems are solved; students develop a sense of pride in the Russian language; The development of the ability to analyze speech leads to a responsible attitude in the choice of words, to the correctness and literacy of speech.

The specificity of the Russian language as an academic subject lies in the fact that, firstly, it is a subject of study, and secondly, a means of studying all other school subjects. The leading direction in the study of the Russian language is the development of all forms of mental and speech activity of schoolchildren based on the sense of language and the maximum use of coherent texts.

The academic subject includes: a) the fundamentals of the relevant sciences (the most important facts, concepts, laws, theories, terminology); b) skills and abilities formed on the basis of scientific knowledge; c) specific educational material suitable for solving educational problems; d) special methodological, didactic material (system of tasks) for mastering the educational material of a given subject.

The named components correspond to any educational subject. The academic subject “Russian language” includes: a) the content of teaching the Russian language, conditioned, on the one hand, by the logic of the science of language, on the other - by the peculiarities of learning and communicative activities of schoolchildren in the learning process, by the conscious perception of the teaching and educational activities of the teacher, the specifics communication between students within the classroom; b) sections: phonetics and graphics, morphemics and word formation, vocabulary and phraseology, grammar (morphology and syntax), spelling (spelling and punctuation), speech culture, practical stylistics and general issues of linguistics; c) continuous constant work on the development of speech in schoolchildren.

In modern schools, the Russian language is studied from grades 1 to 9. In grades 10-11, knowledge of the Russian language is consolidated, deepened and expanded. Much attention is paid to further mastery of functional styles and the rules for their use.

Intrasubject connections– these are neurodynamic dependencies between the components of a particular science; if many of them can be seen and known, then a significant part of them, due to their linguo-microscopic nature, can be identified after their study.

Connections between reading and writing, oral and written speech, vowel sounds and syllables, intonation and stress, spelling and spelling, words and sounds, sentences and phrases, etc. in teaching the native language - internal and external. At the same time, the connections between morphology and phonetics, vocabulary or syntax and other units are linguoobjective. The task of the methodologist as a linguist is to have deep knowledge about this and build on these possibilities. Reliance on such connections has objective significance.

Interdisciplinary connections- these are, firstly, target and content similarities that objectively exist between educational disciplines, and secondly, organizational forms of using this material in the process of studying certain phenomena. Interdisciplinary connections in the first meaning are interdisciplinary material that is isolated when corresponding school programs are superimposed on each other. The amount of interdisciplinary material varies between different school subjects.

Based on the nature of the common content between subjects, three types of interdisciplinary material are distinguished: 1) conceptual and terminological; 2) communicative-speech; 3) educational and didactic.

Conceptual and terminological interdisciplinary material takes place, firstly, between subjects with a relatively complete coincidence of the object of study, and secondly, between subjects with a partial coincidence of the object of study.

in Russian: sound, antonym, figurative meaning of a word, phraseological unit, comparative phrase, reverse word order, in literature: sound writing, rhyme, antithesis, personification, trope, symbol, allegory, set expression, comparison, inversion;

in the Russian language: language development, obsolete words, new words, national language, dialect, in history: development of society, new phenomena in the life of society, nation, people;

in Russian: numeral, cardinal numeral, ordinal numeral, fractional numeral, and in mathematics: quantity, number, fraction;

in Russian: sound, stressed and unstressed vowel, stress, intonation, logical stress, and in music: voice, tone, recitative, timbre;

in Russian: speech sounds, language function, speech, and in anatomy: speech apparatus, higher nervous activity of the brain, thinking;

in Russian: groups of languages of the peoples of Russia, Slavic languages, and in geography: peoples of the world; peoples inhabiting Russia, language families.

Communicative-speech interdisciplinary communication is realized in working on the norms of the literary language when studying vocabulary, grammar and in working on the development of coherent speech. Both the teacher and students must understand that in all subjects the same communicative skills are formed, but on different language material, and therefore interdisciplinary connections are necessary that consolidate and strengthen the skills being formed.

Educational and didactic the connection is manifested in the use of non-contextual and contextual material from textbooks and books for extracurricular reading in other school subjects in Russian language lessons. This material is necessary, firstly, to show the specifics of the corresponding type of scientific style (mathematical, geographical, biological, etc.), and secondly, to consolidate the studied linguistic phenomena and to develop the skills and abilities corresponding to them.

Methods of teaching the Russian language at school: a short course of lectures.

Lecture 1. Russian language as a subject of study

In different periods of development of the national school, different goals for teaching the Russian language were set - narrow or broad. There was a period when the Russian language was not studied at all (1923-1927), but the goals of work on the language were formulated. The goals of a particular school subject, including the Russian language, are determined by the following factors: social order; the level of development of the relevant science (in this case linguistics); the level of development of pedagogy, child psychology and the very methodology of teaching the Russian language.

Russian language as an academic subject solves two groups of problems:special (they follow from its features) andgeneral subject (they are implemented by all school disciplines).

SPECIAL OBJECTIVES:

Cognitive goals:

- formation of a linguistic worldview of language in schoolchildren (linguistic competence);

Equipping students with the basic knowledge of language and speech (linguistic competence);

Aesthetic education of children using the Russian language as an educational subject.

Practical goals:

Formation of spelling and punctuation skills;

Equipping students with the norms of literary language;

Developing the ability to coherently express your thoughts.

General didactic (or general subject) goals:

Education of students;

Development of logical thinking;

Teaching schoolchildren to independently expand their knowledge of the Russian language.

Language learning shapesphilosophical the worldview of schoolchildren, includes them in social life, gives them the most perfect means of cognitive activity. Studying a language develops intelligence; it should be advanced in relation to other academic subjects, early if possible, mostly practical, aimed at mastering speech skills: speech perception (oral and written), speaking and writing - oral and written expression of thought.

From point of viewpsychology language acquisition is one of the facets of personality formation. She studies the processes of communication between people, the patterns of speech acquisition in childhood, the mechanisms of speech (speaking, i.e. expressing thoughts, and listening, i.e. perceiving someone else's thoughts).

Students will develop knowledge about the place of the Russian language among other languages and about its functions from the following information: the Russian language is one of two and a half thousand languages of the world; Russian language is one of the Slavic languages of the world and one of the Slavic languages of our Motherland; The Russian language in the modern world performs three functions: the language of the Russian people, the state language of the Russian Federation, used as a means of interethnic communication of the peoples inhabiting Russia, and one of the seven official working languages of the UN. Knowledge about this is of great importance not only for the formationlinguistic worldview , but also to educate students, firstly, respect for other languages and peoples - speakers of these languages; secondly, ideas about the equality of all languages despite certain differences in the level of development.

Communication withliterature is to develop students’ ability to formulate their thoughts in literary language. For this purpose, Russian language textbooks traditionally use examples from Russian classical literature. XIX V.

When determining what needs to be taught to children, you should know the composition of the Russian language school course, the principles for selecting educational material, as well as the features of the selected concepts and skills included in the Russian language program for secondary school.

Of the four types of educational material, the Russian language school course includes three: knowledge about language, language skills and ways of working with linguistic phenomena.

INAt school, only part of the scientific course of the Russian language is studied. This is explained by the age of the students and the needs of their education at the age of 11-15. For this purpose, the scientific course is minimized, the minimum necessary knowledge is selected from it.

When forming the conceptual basis of the modern school course of the Russian language (i.e. knowledge about the language), program compilers are guided by both general didactic principles and special ones. Concepts selected for study at school are considered from the point of view of their scientific nature, generally accepted nature, and accessibility.

The basis for minimizing the scientific course of the Russian language for school were special criteria, i.e. principles arising from the objectives of the Russian language school course: ideological, systemic, functional, aesthetic, communicative, practical, historical and interdisciplinary.

Lecture 2.
Methods of teaching Russian language
like science.
its subject, objectives, research methods

Object RNS is the language itself.

Subject of the methodology – language acquisition and speech training in the educational process, study of the learning process in the interrelation of its three sides (content, teacher’s activities and schoolchildren’s educational activities).

The main task of the RNS – consideration of theoretical concepts for mastering practical skills in the field of teaching the Russian language, preparing students for practical activities, for studying the best practices of innovative teachers.

Basic concepts of RNS:

1. Speech environment - this is the speech of parents, other relatives and friends, folklore, fiction, radio and television, cinema and theater, and at school, in addition, the speech of teachers and other school employees, the speech heard in lessons, the language of textbooks and teaching aids, then there is the whole complex of speech flows surrounding the child, allowing him to develop his speech skills.

Developmental potential of the speech environment shows the maximum level to which a child can develop his oral language abilities in the context of his environment, i.e. this is the totality of all opportunities for the development of a child’s speech in a given environment.

2. Patterns of native speech acquisition meanintensity dependencespeech skills from the developmental potential of the language environment, specially prepared by methodological means.

The following patterns are distinguished:

A)the ability to perceive native speech depends on the training of the muscles of the child’s speech organs;

b)understanding the meaning of speech depends on the child’s acquisition of lexical and grammatical language meanings of varying degrees of generality;

c) the acquisition of expressive speech depends on the child’s development of sensitivity to the expressive means of phonetics, vocabulary and grammar;

d) the assimilation of speech norms depends on the development of the child’s sense of language;

e) the acquisition of written speech depends on the development of coordination between oral and written speech;

f) the rate of speech enrichment depends on the degree of perfection of the structure of speech skills.

Principles of native speech acquisition - these are the starting points that allow one to predict the result of learning and on which the teacher relies in the process of practical work.

3. Methodical training system is a set of interconnected components influencing each other that form integrity and unity. These components are learning objectives, learning content, learning principles and methods, learning forms and learning tools.

a) methodical experiment (stating, training, control);

b) analysis of educational and scientific literature (on linguistics, psychology, pedagogy, etc.);

c) studying the experience of teachers using innovative methods;

d) diagnostic and forecasting methods in teaching the Russian language.

1. Scientificity.

2. Consistency.

3. Systematicity.

4. Relationship between theory and practice.

5. Interconnectedness of sections.

6. Consciousness.

7. Activity.

8. Availability.

9. Individual approach to students.

10. Durability.

11. Visibility.

1) The principle of interrelation between various sections of the Russian language course.

2) Communicative principle (communicative-activity approach).

3) Contextual principle.

4) Strategic principles:

a) a principle associated with the formation of grammatical thinking;

b) providing thematic work on speech development;

V)the principle of revealing the aesthetic function of the native language (visual and expressive means).

5) Tactical principles:

a) are associated with the use of induction as a way of thinking;

b) take into account the relationship between individual levels of language;

c) rely on units of speech and units of language.

The methodology of the Russian language is developing at the intersection of many sciences, and methodologists and teachers need support from their achievements. A teacher cannot help but be simultaneously a psychologist, linguist, literary critic, and didactician.

Philosophy provides the methodological foundations of the methodology, understanding the goals and objectives of language teaching.

The technique is closely related topsychology , relies on it in the study of the processes of perception of educational material in the Russian language, its memorization, reproduction, in the development of schoolchildren’s thinking and their speech.

The most important role in the connections of the methodology belongs tolinguistics - the science of language, speech, and the Russian language as a subject of teaching. Naturally, the methodology of the Russian language takes into account its nature: social function, connection with consciousness, levels (phonetic - lexical - morphemic - word-formative - morphological - syntactic - text level), as well as the specifics of its sections.

Connections between the methodology andlinguistic sciences are not only integrative, but also differentiated in nature. The methodology is associated with sections of linguistics that provide pronunciation and corresponding graphic levels of language acquisition: phonetics, phonology, orthoepy, graphics; with sections of linguistics that reflect the lexical level of the language: lexicology, lexicography, morphemics, word formation, semantics, as well as phraseology; with sections of linguistics that provide teaching of writing: writing theory and spelling.

The technique is associated with grammar - morphology and syntax, which serve as the basis for mastering the culture of speech; spelling and punctuation; mechanisms for the practical use of language in speech: the construction of phrases and sentences, the formation of word forms in accordance with the language norm. For the methodology of the native Russian language, the theory of speech activity is also important. This direction provides the methodological foundations for the speech development of schoolchildren: their speech - oral and written, the perception of other people's speech (also oral and written). Modern composing methods are largely based on the theory of text types and text syntax, also a new, young scientific and linguistic direction.

For the successful development of Russian language methods, connections are also necessary with other related scientific areas - prosody, diction theory, stylistics, rhetoric, and the theory of literary genres. In developing students' speech, the methodology is based on literary criticism, poetics, logic, and the theory of stage speech. The methodology cannot do without relying on the history of the Russian language (historical grammar, phonetics), as well as dialectology.

Some particularly important books in the history of teaching Russian in our country:

1574 – I. Fedorov, “ABC”.

1757 – M.V. Lomonosov, “Russian Grammar”.

1844 – F.I. Buslaev, “On teaching the Russian language” (this book dates back to the emergence of methods for teaching the Russian language).

K.D. Ushinsky, “Children’s World”, “Native Word”.

1872 – L.N. Tolstoy, “The ABC” (called it the main work of his life).

1903 g. – F.F. Fortunatov, “On teaching Russian grammar in secondary school.”

QUESTION:

What is the subject of the methodology for teaching the Russian language at school?

Lecture 3. principles of learning

1. The principle of science.

2. The principle of systematicity and consistency.

3. The principle of continuity.

4. The principle of prospects.

5. The principle of accessibility.

6. The principle of consciousness.

7. The principle of activity.

8. The principle of clarity.

9. The principle of connection between theory and practice.

10. The principle of the strength of knowledge acquisition.

11. The principle of an individual approach to students.

(see below for a summary of these principles)

1. Extralinguistic principle: comparison of language units and realities

2. Functional principle: showing the functions of linguistic phenomena in language and speech.

3. Structural-semantic principle defines the consideration of linguistic phenomena from two points of view: from the point of view of structure (structure) and from the point of view of the meaning that a given linguistic structure has.

4. The principle of inter-level and intra-level connections involves establishing a relationship, on the one hand, between units of the same level (their changes under the influence of each other, for example in phonetics - voicing or deafening of consonants under certain conditions) and, on the other hand, between units of different levels (the possibility or impossibility of functioning).

5. Normative-stylistic principle consists in revealing the mechanism of choice of linguistic phenomena in speech from the point of view of their norms of use and the appropriateness of use depending on a number of conditions, for example, the addressee, intent, genre and style of speech.

6. Historical principle involves taking into account historical changes that have been preserved in one form or another in the modern literary language.

The theoretical knowledge mastered by students must turn into skills and abilities, that is, theory must be supported by practice (through exercises aimed at mastering the material).

The reliability of the facts presented is achieved due to the fact that they try not to include controversial points in the school curriculum.

The principle of the strength of knowledge acquisition is determined by the ability of schoolchildren to freely reproduce previously studied educational material.

Accessibility principle is that the selection of language material takes into account the age characteristics of schoolchildren.

Principle of Consciousness based on the unity of the teacher’s activities and the student’s activities.It involves conscious assimilation of language material.

The principle of visibility is that the effectiveness of learning depends on the degree of participation of different senses in the assimilation of educational material.

The principle of systematicity and consistency implies that all linguistic phenomena in the school curriculum are considered holistically, in a unified system in their semantic, grammatical and communicative aspects. As a rule, material on the Russian language is arranged from simple to complex, based on previously studied material.

Principle of continuity recommends that the teacher, when explaining new material, rely on what has already been studied.

Lecture 4. Theory of studying phonetics and graphics

Goals and principles of teaching phonetics and graphics

Goals – study of the main features of language units, familiarization with their functioning in speech, formation of educational and language skills.

Principles – reliance on the speech hearing of the students themselves, consideration of the sound in the morpheme, comparison of sounds and letters.

Phonetics – a branch of linguistics in which the sound structure of language is studied: the sounds of human speech, the method of their formation, acoustic properties, patterns of changes in sounds, classification of sounds, features of the division of a sound stream into syllables, etc.

Graphic arts - a branch of linguistics that studies the “perceptible” (auditory or visual) side of linguistic signs, namely, the relationship between letters and signs.

Learning phonetic concepts

Sound of speech - the smallest unit of language.

Transcription – the same as transcription, i.e. transferring the sounds of a foreign word (usually a proper name, geographical name, scientific term) using letters of the Russian alphabet.

Graphic arts - a section in which the composition of letters and their sound meaning is studied. Graphics is also a collection of letters and other conventional signs used in writing.

Letter - conventional graphic signs, each of which has a specific sound meaning.

Vowels - a type of sounds, the articulation of which does not create significant obstacles to the air flow.

Syllable - one vowel sound or a vowel combined with a consonant (or consonants), which is pronounced with one impulse of exhaled air.

Syllable division - the end of one syllable and the beginning of another, and at the junction there is a decrease in sonority.

Consonants - speech sounds that are combined in a syllable with vowels and, in contrast, do not form the apex of the syllable.

Orthoepy, orthoepic analysis

Orthoepy is a branch of linguistics that, along with graphics, explains the rules for using units in oral and written speech.

Orthoepic analysis – highlighting the pronunciation features of specific words.

Phonetics skills and abilities, methods of their formation

Phonetic exercises form the following skills: distinguishing sounds in words, the meaningful role of sounds, dividing a word into syllables, placing stress in words.

Phonetic analysis carried out as follows:

1. Spelling of a word.

2. Dividing a word into syllables and stress location.

3.Possibility of transfer.

4. Phonetic transcription of the word

5. Characteristics of all sounds in order

6. Number of sounds and letters

Lecture 5. Theory and methodology
studying morphemics and word formation

1. give students an idea of the morpheme as the minimum significant part of a word;

2. give an idea of the types of morphemes in the Russian language:

a) root, word-forming, formative morphemes as units with different types of meaning;

b) prefixes and suffixes as word-forming morphemes, divided by their place in relation to the root;

c) suffixes and endings as formative morphemes, divided according to the nature of the grammatical meaning they express;

3. teach to identify phonetically different sound complexes into one morpheme based on knowledge of non-phonetic alternations of vowels and consonants;

4. teach to identify words with the same root and words with the same morphemic structure;

5. give an idea of the basis of the word as the bearer of its lexical meaning;

6. give an idea of the principles of morphemic division;

7. show the importance of the ability to divide a word into morphemes for using the spelling rules of the Russian language;

8. teach to distinguish between non-derivative and derived stems;

9. give an idea of the productive basis as a formal semantic basis for the formation of a derivative word;

10. give an idea of the main methods of word formation;

11. give an idea of the main ways of forming individual parts of speech.

In Complex 1, the section is studied in two stages: in grade 5, in the section called “Morphemics” (in earlier editions – “Word Formation”), problems related to the morphemic composition of a word are studied, in grade 6, in the section called “Word Formation,” problems related to the morphemic composition of words are studied. concerning the derivational derivation of words. The study of these sections is 20 hours in 5th grade and 43 hours in 6th grade (including material on spelling and speech culture).

In Complex 2, the section is called “Morphemics”, is studied in one stage in grade 5 and is designed for 43 hours.

Complex 3 also offers the study of morphemics and word formation in grade 5, but includes a separate section “The Word and its Structure” (5 hours) in the block “About the Word”, repeating and generalizing what was studied in primary school, and a combined section separated from it by other sections "Vocabulary. Word formation. Spelling" (37 hours) in the systematic course "Language. Spelling". The basic ways of forming nouns, adjectives, verbs and adverbs in all three complexes are studied as these parts of speech are presented in the morphology section, that is, in grades 5, 6 and 7.

The study of morphemics and word formation builds on what was learned in primary school.

The central unit of the morphemic level of language ismorpheme – the minimum meaningful part of a word. The term “morpheme” is introduced in all three complexes (in complex 1 - only in the latest editions).

It seems that the specificity of the morpheme as a linguistic unit needs to be given great attention: it is advisable to compare the morpheme with other units of language- such assound Andword , studied in 5th grade. Comparison of the morpheme with the sound will show the biplane nature of the morpheme (plane of content + plane of expression). In addition to the morpheme, the language contains other two-dimensional units - the word and the sentence. The main difference between a morpheme and a word is that the morpheme is not divided into smaller meaningful units, being the material for constructing words.

Material on alternating vowels and consonants is included in all three complexes, but it is studied at the end of the section, after studying methods of word formation; It seems that it would be more appropriate to turn to this theoretical material at the beginning of the study of morphemics.

Morphemes are heterogeneous; To study them, a classification is proposed, based on the nature of their meaning and position relative to each other. The following classification is generally accepted: morphemes are divided intoroots and non-root (auxiliary, auxiliary, affixal in one of the terminological traditions) morphemes. Non-root morphemes are divided into word-forming morphemes (word-forming, affixes in another tradition) and form-building morphemes (form-forming, inflectional - these concepts do not coincide, inflections). Word-forming morphemes are divided into word-formingsuffixes , prefixes (consoles ) and postfixes. Formative morphemes are divided into formative suffixes, postfixes andgraduation . Some linguists identify interfixes as morphemes with a connecting meaning.

Conceptbasics words are a new concept compared to the knowledge acquired in primary school. Its appearance is associated with the concept of the lexical meaning of a word introduced in the lexicology section.

1) distinguish between different words and forms of one word;

2) distinguish between different types of morphemes;

3) divide the word into morphemes;

4) determine the meaning of different types of morphemes in a word;

5) highlight the stem in the word;

6) group words based on common morphemic features;

a) same roots;

b) with the same suffix, prefix;

c) with the same structure (prefix + root + ending, root + ending, etc.);

7) do morphemic analysis of the word.

1. extralinguistic – correlation of words with reality;

2. functional – appeal to the function of morphemes of different types;

3. structural-semantic – study of the morpheme as a meaningful unit, determination of the derivative of a word using its interpretation, motivation;

4. systemic – correlation of the meaning of the morpheme with the meaning of the word in which it is presented; identification of systemic word-formation connections of words in such, for example, concepts as the method of word formation;

5. synchronous – consistent differentiation of the historical and synchronic composition of the word, the etymology of the word and its derivation in the modern language.

Having summarized the overview of tasks presented by the three educational complexes, we can conclude that while there are significant differences in the theory and terminology presented in these complexes, the differences in the types of tasks are minimal; tasks are predominantly reproductive and, for the most part, structurally the same. The language material proposed in the tasks is mainly isolated words or word forms highlighted in the text. Few multifunctional tasks. Lessons on morphemics can be significantly diversified and enlivened by the use of non-usual language material: from occasionalisms of different authors and cases of pseudo-etymology to words artificially created following the example of “gloka kudzdra” by L.V. Shcherba. Involving non-usual material helps to destroy the automaticity of perception and reproduction of words. Thus, when studying alternations, one can propose to form the names of the cubs of such rare animals asmusk deer AndPasyuk , as well as the 1st person singular form of rare and non-existent verbsvacuum, cobble, fox, star, defame , fitting them into an artificially created context, for example:

If an animal is called pasyuk, then its cubs are called...

Shorts are back in fashion. I’ve already insulted all my friends, but I still can’t insult myself...

Lecture 6. Theory and methodology
teaching morphology

Goals: 1) to achieve conscious mastery by students of morphological concepts (part of speech, grammatical features of parts of speech);

2) constantly enrich the grammatical structure of students’ speech;

3) introduce schoolchildren to the norms of the Russian literary language related to the use of word forms in speech.

Tasks: 1) to develop among schoolchildren an idea of the morphology of the Russian language as a strictly organized system, which includes known morphological classes of words and their forms that function in the structure of phrases and sentences.

2) acquaint students with the composition of parts of speech of the Russian language, with their division into significant and auxiliary, with the identification of interjections as a special part of speech;

3) ensure that students master inflectional forms that characterize certain parts of speech, teach them the correct use of these forms to construct phrases and sentences;

4) develop the necessary spelling skills, based on an understanding of the spelling rules associated with the study of morphology.

In Complex 1, section is called “Morphology. Spelling. Culture of speech" and is organized as follows: in the 5th grade, morphology completes the study of the Russian language, located after the sections of phonetics, vocabulary and word formation (morphemics), in the 6th grade, morphology is located after the sections of vocabulary and word formation, in the 7th grade, the study of morphology takes the entire academic year. In grade 5, nouns (property/common nouns, animation, gender, declension), adjectives (completeness/brevity, inflection), verbs (initial form, aspect, conjugation) are studied. In grade 6, nouns (indeclinable and indeclinable nouns), adjectives (categories of meaning, degrees of comparison), numerals, pronouns, verbs (transitivity, reflexivity, impersonality) are studied. In grade 7, participles and gerunds, adverbs, functional parts of speech, and interjection are studied.

In complex 2, the material is studied linearly. The section is called “Morphology” and begins in 5th grade after the sections of phonetics, vocabulary and morphemics with the study of nouns. In grades 6 and 7, only morphology is studied: in grade 6, the verb, adjective, numeral, adverb and pronoun are studied, in grade 7 - participle, gerund, auxiliary parts of speech, interjection.

In the complex of grades 3 and 5, morphology is studied along with other sections and includes the following topics: classification of words by parts of speech, noun, adjective, verb (after the morphology section comes the syntax section). In grades 6 and 7, only morphology is studied. In the 6th grade, participles, gerunds, numerals, pronouns are studied, in the 7th grade - adverbs, functional parts of speech, interjection, onomatopoeia.

Morphology – a branch of linguistics that studies the classification of words in a language into parts of speech and the grammatical features of words of different parts of speech.

The main concepts of the section studied at school are: word form; parts of speech (notional (independent) and auxiliary parts of speech); changeable and unchangeable parts of speech; classification features of parts of speech; inflectional features.

1) ask a grammatical (part-speech) question about the word;

2) determine the part-speech affiliation of a word;

3) distinguish between forms of one word and different words;

4) give all forms of a given word;

5) distinguish between the grammatical and lexical meaning of a word;

6) correlate grammatical meanings with information about extra-linguistic reality, point out correspondences and inconsistencies between them;

7) inflect and conjugate words in accordance with grammatical norms;

8) determine the grammatical meaning of the form of the word and the means of its expression;

9) indicate all the grammatical features of a word, dividing them into constant and non-constant;

10) find the studied grammatical phenomena in phrases, sentences and texts;

11) group words and word forms according to given bases;

12) perform a morphological analysis of words of different parts of speech.

1. extralinguistic – when studying most morphological features, students rely on their correlation with fragments of extra-linguistic reality;

2. structural-semantic – connects the form of a linguistic unit with its meaning;

3. systemic – allows you to pay attention to the specifics of grammatical categories, in particular to the fact that all morphological features have their own formal expression in the language - paradigmatic or syntagmatic - and are expressed by inflections of both the word itself and the lexemes consistent with it;

4. lexico-grammatical – used in the study of a word as a part of speech: parts of speech are considered as lexico-grammatical classes of words, that is, taking into account their generalized meaning, morphological features and syntactic functions.

Morphological exercises consolidate the knowledge acquired by children in morphology and serve as the basis for the formation of both spelling and punctuation skills.

For this purpose, the following exercises are used:

Recognition of a part of speech, one or another category of this part of speech;

Selection of words of one or another part of speech, one or another category of part of speech;

Statement of the word in the specified form;

Drawing up a word paradigm;

Distinction between homonymous words belonging to different parts of speech;

Grouping words by parts of speech, their categories;

Compiling tables and filling in ready-made tables with given examples.

LECTURE 7 Theory and methodology
studying VOCABULARY AND PHRASEOLOGY

Goals and principles of teaching lexicology

1. give an idea of the basic unit of vocabulary - the word;

2. give an idea of the lexical meaning of the word:

a) show the two-sided nature of the word (plane of expression - plan of content);

b) achieve a distinction between the word and the reality it denotes;

3. give an idea of single-valued and polysemantic words:

a) show the mandatory connection between the meanings of a word;

b) give the concept of direct and figurative meaning of a word;

4) give students an idea of the vocabulary of the language - vocabulary;

5) demonstrate systemic relationships in vocabulary: synonymy, antonymy;

6) using the example of homonymy and synonymy, show the asymmetry of the plane of expression and the plane of content;

7) give an idea of vocabulary as a developing system (outdated words, neologisms);

8) give an idea of the areas of vocabulary use (commonly used vocabulary and vocabulary of limited use);

9) give an idea of the sources of vocabulary replenishment (borrowed words);

10) give an idea of a phraseological unit as a linguistic unit:

a) show its similarities and differences with the word and phrase;

b) show the specificity of the meaning of a phraseological unit in comparison with a free phrase

In Complex 1, section is studied step by step - in grades 5 and 6: in grade 5 the section is called “Vocabulary.” Speech development”, this section includes the topics “Word and its lexical meaning”, “Single-valued and polysemantic words”, “Homonyms”, “Synonyms”. "Antonyms". In 6th grade the section is called “Vocabulary.” Phraseology. Speech development”, the section includes the following topics: “Outdated and new vocabulary”, “Borrowings”, “Commonly used vocabulary and vocabulary of limited use”, “Phraseology”.

In Complex 2, lexicology is studied in one stage in grade 5, the section is called “Vocabulary”.

In Complex 3, lexicology is studied in two stages in the 5th grade: the course “Reinforcing and deepening what has been learned in primary school” includes a section “The Word and its meaning. Vocabulary”, the main course includes an integrated section “Vocabulary. Word formation. Spelling". Paragraphs devoted to lexical and morpheme-word-formation concepts alternate in this section, and in some cases the concepts of vocabulary and word-formation are combined in one paragraph.

In the school course of lexicology and lexicography, the following concepts are studied: the word as a unit of vocabulary, the meaning of a word, single-valued and polysemantic words, direct and figurative meaning, homonyms, synonyms, antonyms, obsolete words, new words, common vocabulary and vocabulary of limited use, native Russian and borrowed words, phraseological units.

3.Learn vocabulary concepts

Metaphor - This is a transfer of names by similarity: objects that are somewhat similar to each other begin to be called by the same word.

Metonymy - this is a transfer of name by contiguity (two phenomena that are actually connected with each other (spatially, situationally, logically, etc.) receive one name, are called one word.

Homonymy - the phenomenon of coincidence in the sound and spelling of linguistic units whose meanings are not related to each other.

The main type of homonyms islexical homonyms , words of the same part of speech that have the same sound, spelling and grammatical design, but different meanings. They are different words and can befull And incomplete .

Phonetic simonyms (homophones ) are words that are spelled differently, but pronounced the same.

Grammatical synonyms (homoforms ) are different words that coincide in separate grammatical forms.

Phenomena related to homonymy also include graphic homonyms (homographs ) - words that sound the same, but are pronounced differently due to differences in stress.

Synonymy - the phenomenon of complete or partial coincidence of the meaning of linguistic units with different sounds and spellings.

Lexical synonyms - these are words that sound differently, but have similar or coinciding meanings, denoting one concept. In most cases, synonyms, denoting the same thing, characterize it from different points of view. The functions of synonyms in a text can beclarification, replacement, contrast .

Antonyms - words of the same part of speech that have opposite meanings correlating with each other. Their function in the text is the creation of such linguistic techniques of expressiveness asantithesis, oxymoron .

TO outdated vocabulary include historicisms and archaisms.Historicisms - these are words denoting objects that have disappeared from modern life, phenomena that have become irrelevant concepts.Archaisms - these are outdated names of existing and currently existing phenomena and concepts, to denote which other, modern names have arisen.

Outdated words are opposedneologisms - new words, the novelty of which is felt by the speakers. It is necessary to pay special attention to this extremely shaky criterion for isolating neologisms from a number of words that are already fully included in the literary language (thus, for example, the word given as an example in Complex 1 is no longer a neologism"astronaut" ).

Phraseologism - this is a stable combination of words, constant in its composition and meaning, reproduced in speech as a finished unit and not being the sum of the meanings of its constituent components.

In a course of lexicology and lexicography, students must acquire the following: skills and abilities:

1) determine the lexical meaning of a word and phraseological unit taken from the context (descriptively or through the selection of synonyms);

2) give an interpretation of the lexical meaning of a word and phraseological unit taken from the context (descriptively or through a selection of synonyms);

3) distinguish between different meanings of one word and homonyms;

4) determine the connection between different meanings of one word and indicate the basis for the transfer;

5) find studied linguistic phenomena in the text:

Synonyms;

Antonyms;

Common words and words of limited use;

Outdated words;

Neologisms;

Borrowings (having bright signs);

Phraseologisms;

6) select synonyms and antonyms for these words;

7) describe the differences between synonyms;

8) give examples of the concepts studied;

9) group words and phraseological units according to the ordered basis;

10) determine the function of the use of linguistic phenomena (primarily synonyms) in the text.

To develop these teachings and skills, the following are used:types of tasks :

1) find the linguistic phenomenon being studied in a list of words, sentences or text;

2) select (select from a text, a dictionary, or come up with your own) examples that illustrate the linguistic phenomenon being studied;

3) group words or phraseological units according to a given basis;

4) determine the function of the phenomenon being studied in the given text;

5) find and correct lexical errors;

6) use different types of dictionaries: find the necessary word, understand the marks accompanying it;

7) solve the crossword puzzle (indicate the word based on the given interpretation of the lexical meaning).

Lexical analysis is presented only in complex 2 and relates to synthetic skills: in lexical analysis, students must demonstrate knowledge and skills related to several topics in lexicology and lexicography.

Students are offered the following plan for lexical analysis:

1. What is the lexical meaning of the word?

2. Is this word unambiguous or ambiguous?

3. What synonyms and antonyms does this word have?

4. What marks indicating the peculiarities of the use of this word are in the dictionary?

5. What are the features of the use of the word in this text (sentence or phrase)?

Lecture 8. Theory and methodology
teaching punctuation.

Goals:

1) educational

Disclosure of the purpose of punctuation and punctuation marks;

Acquaintance with the basic unit of punctuation - the punctuation-semantic segment and types of semantic segments;

- familiarization with the functions of punctuation marks, the conditions for their placement and identifying features of semantic segments that require highlighting them with punctuation marks;

Mastering the punctuation rules included in the program.

2) practical

To develop students' punctuation awareness;

- teach to place punctuation marks in accordance with the learned punctuation rules;

Develop the ability to justify the choice of punctuation marks;

Teach children to find punctuation errors and correct them.

Punctuation in connection with its attachment to the communicative unit - the sentence - is studied in parallel with syntax, which, as N.S. Valgina writes,≪ reportsmodernpunctuationstability, generally accepted and universally binding≫ (Syntax of the modern Russian language. - M., 1973. - P. 394-395). Basic information on punctuation is given in elementary grades in the form of a list of individual punctuation marks (period, question mark, exclamation mark, comma) and some punctuation rules about the use of punctuation marks at the end of a sentence, about commas between homogeneous members not connected by conjunctions, connected by conjunctionsA AndBut.

The next stage in studying punctuation is V a class in which propaedeutic information is provided on the punctuation of both simple and complex sentences: punctuation marks at the end of the sentence; commas between homogeneous members in non-union, with unionsah, but and single unionAnd, colon after the generalizing word; punctuation marks when addressing; a comma between simple ones in a complex sentence, in case of non-union and with conjunctionsand, but, so that, because, when, which, what; punctuation marks for direct speech, standing before and after the words of the author; dashes before lines of dialogue. IN VII In the class, information about the placement of commas in participial and participial phrases is added.

Systematic work on punctuation is carried out in VIII - IX classes. At the same time, in VIII The class is working on punctuation of simple sentences and sentences with direct speech. Combines repetition of what has been covered in V And VII classes of punctuation norms with new variants of these norms, and new semantic units are introduced - isolated members of a sentence and introductory words, phrases and sentences.
IN IX in the class, the rules for separating simple sentences with punctuation marks are studied.
in complex.

Punctuation –

Main function

Punctuation marks.

Punctuation marks :

a) separating: ;

b) highlighting: .

Punctogram – .

Punctuation rule .

Punctuation norm –

Punctuation error

1) expressive reading, intonation;

2) the ability to explain punctuation marks.

Principles of Russian punctuation:

1. syntactic – with the help of punctuation marks, “a greater or lesser connection between sentences, and partly also between members of sentences” is established, conditions are created to facilitate the reader’s understanding of written speech;

2. intonation – punctuation marks indicate phrasal intonation;

3. logical (semantic) – punctuation marks have a dual purpose: 1) promote clarity in the presentation of thoughts, separating one sentence from another or one part of it from another; 2) express the speaker’s feelings about the world and his attitude towards the employee.

In accordance with these principles, the methodology for teaching punctuation is also built.

1. punctuation analysis. Ability to formulate a monologue statement-reasoning.

2. exercises for observing syntactic structures (using expressive reading).

3. cheating.

4. educational dictations (commented, warning, explanatory, creative).

5. reconstruction exercises (modification of syntactic structures).

6. construction exercises (drawing up sentences based on diagrams, supporting words, a specific topic, a given situation).

Lecture 9. Theory and methodology
training in STYLISTICS and speech culture

1. introduce schoolchildren to functional styles of speech;

2. teach them to use speech in accordance with the speech situation.

3. based on the analysis of linguistic units, recognize the stylistic affiliation of a particular text.

Spheres and situations of speech communication. Functional varieties of language. The main features of colloquial speech, functional styles (scientific, journalistic, official business), and the language of literary text. The main genres of colloquial speech (story, conversation, argument), scientific (review, abstract, article, speech, report, review), journalistic (speech, article, interview, essay), official business (receipt, power of attorney, application, resume) styles. A culture of speech. Criteria for speech culture. Abstract. Report. Monograph. The note. Reportage. Article. Review. Paths. Stylistic figures. Sound organization of the text (alliteration, assonance). Historicisms, archaisms. Stylistic norm. Stylistic error (semantic-stylistic errors, morphological-stylistic errors, syntactic-stylistic errors).

Punctuation – This is a system of punctuation marks, which, together with graphics and spelling, are the main means of written language.

Main function Punctuation is the division of text that contributes to the accurate and clear transmission of meaning and the correct perception of the written text.

Punctuation marks. To highlight semantic segments in oral speech, intonation (rhythmomelodics) is used, and in writing, special graphic means called punctuation marks are used, which are divided into prepositional (comma, parentheses, etc.) ) and text (paragraph indentation, a line under the page text to separate it from a footnote, etc.). Some punctuation marks (period, question mark, exclamation mark, ellipsis) perform a dual role: they are used both in the sentence (as a completion function) and in the text (as a separation function).

Punctuation marks in written Russian they are divided into :

a) separating:period, question mark, exclamation point, single comma and dash, colon, semicolon ;

b) highlighting:quotation marks, parentheses, double dashes, double commas .

Punctuation-semantic segment – this is the basic unit of punctuation; a semantic segment highlighted by punctuation marks.

Punctogram – a punctuation mark that is naturally reproduced in written speech and corresponds to the rules of punctuation.

Punctuation rule . The list of conditions for choosing a place for a sign and choosing the required sign is included in a special instruction, which is called a punctuation rule. Each punctuation rule has its own semantic segment, highlighted by punctuation marks. Punctuation rules either allow the placement of a punctuation mark(s) or prohibit them. The first type of rules is called positive, the second - negative. The same punctuation rule can have both positive and negative elements, for example: between homogeneous members of a sentence commas are added.

Punctuation norm – This is the use or non-use in writing of a sign or punctuation marks in a sentence and in the text, legalized by a special rule.

Punctuation error - This is a violation of punctuation norms.

1) determine the stylistic coloring of words;

2) identify the stylistic functions of grammatical structures;

3) determine the appropriateness of using language units in a particular speech situation;

4) determine whether the text belongs to a particular functional style;

5) carry out a stylistic analysis of the text;

6) construct coherent statements in a certain style and genre on a given topic;

7) find and correct speech (stylistic) errors (in writing and in speech.

Stylistic exercises – these are exercises in the process of which schoolchildren consolidate knowledge about functional styles of speech and learn to identify and analyze the stylistic properties of linguistic units.

Types of stylistic exercises:

1) stylistic analysis of the text (partial and complete);

2) editing the draft text;

3) comparison of texts of different functional styles on the same topic;

4) construction of sentences (texts) in accordance with the stylistic task;

5) stylistic sketch (short independent statements of students in oral or written form in a given style and genre of speech).

A culture of speech - this is a set of speech characteristics that make speech most suitable for communication, i.e. communicatively meaningful..

Signs of speech culture:

Right;

Purity;

Accuracy;

Expressiveness;

Logicality;

Relevance;

Wealth.

Speech etiquette - these are the rules of speech behavior that regulate the use of certain speech units in given social conditions.

Lexical synonyms –

Contextual synonyms –

Morphological synonyms –

Speech errors – these are violations in the use of words in terms of their meaning, as well as the form of their grammatical structures in terms of the norms of the literary language in the field of spelling, vocabulary and grammar.

Lexical errors associated with a misunderstanding of the meaning of words.

Repeat –

Tautology –

Pleonasm –

Repetition, tautology, pleonasm, as well as errors associated with paronymy are actually stylistic errors.

Grammatical errors characterized by a violation of the structure of the language unit. These include word-formation and morphological errors, as well as errors in the construction of the text, the latter including logical errors.

QUESTION

Which of the following is not a punctuation exercise?

1 ) punctuation analysis;

2 ) educational dictations;

3 ) cheating;

4 ) construction exercises;

5 ) reconstruction exercises;

6 ) none of the above;

Lecture 10. Theory and methodology of teaching coherent speech

1. Speech development as an independent section of teaching methods

Russian language.

Speech development - a section of Russian language methodology that studies methods and techniques for enriching and activating vocabulary, forming the grammatical structure of students’ speech, and coherent speech.Subject of speech development sometimes they are wrongfully expanded to include the formation of spelling skills in this area of methodology. Speech development in Russian language lessons is all the work done

language specialists specifically and in connection with the study of the school course (grammar, word formation, spelling) so that students master language norms (pronunciation, lexical, morphological, syntactic), as well as the ability to express their

thoughts in oral and written form, using the necessary linguistic means in accordance with the purpose, content of speech and conditions of communication.

2. Types of speech activity

Speech activity has several different types:

Speaking (the process of forming and formulating a thought at the moment of pronouncing a statement)

Hearing

Letter (semantic perception of an oral utterance)

Reading (semantic perception of a written text, the result of which

understanding becomes)

3. The purpose and objectives of the methodology for teaching coherent speech

The purpose of teaching coherent speech - prepare students for verbal communication

in oral and written form.

Objectives of teaching coherent speech:

Students must master the norms of the Russian literary language

Students need to enrich their vocabulary

Students must develop communication skills and abilities

expressing your thoughts orally and in writing

4. From the history of methods of teaching coherent speech

In gymnasiums and lyceums of the first halfXIXV. rhetoric was studied, which was then replaced by the theory of literature. If the rhetoric often caused criticism (including from V.G. Belinsky) due to the fact that it contained many scholastic instructions about collapsing, expanding and building various kinds≪ figures≫ according to certain schemes (i.e. fragments of texts and texts) on topics that are very abstract and far from the experience of children, then in the theory of literature the study of visual and expressive means (epithets, metaphors, hyperboles, etc.) has come to the forefront, which , of course, did not solve the problem of developing coherent speech. In the 1920s, during the formation of the new school, the issues of developing students’ oral and written speech were core issues for the compilers of Russian language programs and textbooks. Sections appear in programs

such as “Work on speech development...”, special textbooks on speech development are published. In the subsequent 30-50s. this section is being shortened and moved to the literature program. Only in programs of the 60s. the section “Coherent Speech” appears again - common for Russian language and literature lessons, which indicates the types of work (presentations and compositions) that should be carried out

VV- Xclasses. In the 70s this section of the program is significantly modified: for the first time, communicative skills are indicated (the ability to reveal a topic, the main idea of a statement, the ability to construct it in a certain form, the ability to edit an essay, etc.) that should be developed

purposefully, using various types of presentations and essays in Russian language and literature lessons.

5. Issues of methods of teaching coherent speech in the light of theories of speech activity

Speech activity is based on the processes of understanding and speaking. Language and speech

represent two sides of speech activity. Language, speech and speech activity

are interrelated, although they have certain differences.

Language is the most important of the “ingredients of speech...since it is what gives

it is the nature of a person’s specific activity, different from other types of his

activities" (A.I. Smernitsky)

Speech is the process of speaking itself, the implementation of linguistic units, the activity

of people. “Speech is a process, a movement in which the functioning of formal structures

language, the meanings of words and phrases are inextricably fused with meaning” (I.Yu. Shekhter)

The theory of speech activity is considered in the works of L.S. Vygotsky, N.I. Zhinkin,

A.A. Leontiev and other Russian psychologists and psycholinguists. To speech development

child passed effectively, it is necessary to clearly understand the mechanisms of speech

activities, patterns of native speech acquisition. Psychologists view speech as

the process of perception and generation of utterances.

One of the main elements of the process of generating a speech utterance is

inner speech:

What to talk about? (subject of speech)

What should I say? (content)

Why talk? (motive of speech)

Who should I tell? (destination)

Conclusion from what has been said

Being an intermediary between the idea and the statement, inner speech is

it is a “mental draft of writing”

6. Principles of teaching coherent speech

Communicative (The leading principle of the method of speech development is Preparing schoolchildren for full verbal communication both orally and in writing)

Unity of differences between speech and thinking (Language is a means of communication and at the same time knowledge of the world. Developing a child’s speech means teaching him mental operations, such as synthesis, analysis, abstraction, generalization, induction, deduction)

Unities of language learning and speech teaching (Language and speech are united by the concept of “speech activity.” By mastering language units in the unity of their meaning, form and function, schoolchildren learn to use these units in speech. By performing exercises aimed at mastering the norms of the Russian literary language, schoolchildren develop their speech)

Reliance on a syntactic model, sample (Creating a text as a microsystem that functions as a basic communicative unit that has semantic communicative completeness in communication. To construct a statement, the ability of schoolchildren to correctly imagine the intent (model) of the speech being created is brought to the fore: choose a structure and fill it with lexical units)

Contextual principle (Analysis of language units in their connections. Language units must be considered in context, since each unit is determined by semantics and grammatical properties. Only context can show the semantics of a language unit at all levels)

The principle of continuity of work (The development of students’ speech occurs regularly in lessons, being an aspect of learning the Russian language. Vocabulary work, work on phrases and sentences, elements of stylistics and culture of speech, conversations, coherent detailed answers on grammar, essays, presentations - all this creates a continuous system speech development of students)

7. Mandatory minimum training in coherent speech

Speech communication. Speech is oral and written, monologue and dialogic

Text as a product of speech activity. Functional and semantic types of texts.

Narration, description, reasoning; their signs. Text structure

Main types of text processing: plan, outline, annotation

Analysis of the text from the point of view of its theme, main idea; main and additional,

explicit and hidden information; structures, belonging to functional

semantic type, a certain functional variety of language

Mastery of the main types of speech activity: listening, speaking,

reading, writing

Adequate perception of oral and written speech in accordance with the situation and

sphere of speech communication

Mastering various types of reading: introductory, studying,

sources, including Internet resources

Creation of oral monologue and dialogic statements

Presentation of the content of the text listened or read (detailed, concise,

selective)

Essay writing; creating texts of different styles and genres: theses, notes,

reviews, reviews, annotations

Writing letters, receipts, powers of attorney, statements (Collection of normative

documents: Russian language. 2010)

8. Speech concepts studied at school

Text - is the result of speech activity in oral or written form,

literature realized in a work of literature that has semantic completeness and structural unity. Any completed work is called a text: an essay,

feuilleton, poem, story, novel, etc., as well as a proverb consisting of one

sentences. Galperin names the following as the main features of the text:

Completeness

Structural-compositional and compositional-pragmatic

unity of components

Communicators - these are individuals between whom communication occurs.

The text has its own theme and content.

Subject - this is what the text says. It can be implied in the title of the text: “War and Peace”, “Crime and Punishment”

The content always reflects the author's attitude to the topic.

Micro theme - This is part of the general theme of the text, revealed in several sentences.

From the point of view of structure and semantics, a microtheme is a complex syntactic whole.

A complex syntactic whole (microtheme) always consists of:

the beginning

middle part

endings

Main thought - this is the main thing, the main thing that the author wants to say about the topic, the reason for which the work is written. In searching for the main thought (idea), as well as micro-topics of the text, keywords help schoolchildren.

Inversion - this is an expressive means that is used to draw the attention of readers to a word standing in an unusual place, to emphasize its meaning

Paragraph - a piece of written speech consisting of several sentences.

9. Skills developed in the process of developing students’ coherent speech

Understand the communicative task of the author of the text.

Reveal the topic, the main idea of the statement, determine the type of speech.

Identify micro-topics and draw up a plan.

Select and organize material.

Present the content of the text in detail, concisely and selectively, taking into account

communicative task, linguistic features of the sample text

10. Development of coherent oral speech

Teaching oral and written speech in the methodology has long been called the development of coherent

speech. At the same time, coherent speech refers to both the process, speech activity, and

a certain result of an act of communication, i.e. detailed student response to the material

academic discipline, oral and written presentation of the text created by the student,

abstract, wall newspaper article, description, reasoning, report, etc., i.e. certain

speech work, text. Moreover, each of the speech

works act both as a subject of instruction (i.e., what is taught specifically), and

as a means by which communicative skills are formed and developed

skills. Thus, by teaching how to construct a text of the argument-proof type, the teacher helps

schoolchildren to understand the features of this type of text, master certain skills,

and at the same time, all this work serves as a means of developing communication skills,

human communication abilities. That is why it is of great importance

a clear understanding of the content of the work on the development of coherent speech, its sequence and

optimal, task-appropriate selection of teaching methods and means.

11. Work on secondary texts

The work of teaching schoolchildren to compose secondary texts is considered as

preparatory stage for their learning to independently express their thoughts, build

oral or written statement.

Secondary text is text created on the basis of the original text (author's text).

Secondary texts include annotations, summaries, summaries, summaries, etc.

similar.

Learning to create secondary texts is of great importance for the formation

skills of both oral and written coherent speech. This kind of work allows you to teach

schoolchildren select keywords, central sentences from the text, develop

ability to disseminate, detail statements, give necessary examples,

which in the future will help them correctly, logically, and accurately express their thoughts.

12. Exercises to develop coherent written speech

The following TYPES of exercises for the development of written speech can be distinguished:

students:

Analysis of finished or “alien” text

Presentation

Composition.

Question: The following cannot be called secondary text:

A) annotation

B) abstract

B) text – original

D) essay

Answer: B – text – original (since secondary text is a text created on the basis of the original text)

Lecture 11.

Research methods in Russian language teaching methods

1 . The difficulty of research in Russian language methodology, as in pedagogy, lies in the fact that the subject under study, as a rule, cannot be isolated from its multifaceted connections and influences and taken in its pure form. When determining what to teach children, you should know the composition of the Russian language school course, the principles for selecting educational material, as well as the features of the selected concepts and skills included in the Russian language program for secondary education.

2. Methodology is a pedagogical science studied in pedagogical universities as an academic subject, the purpose of which is to develop knowledge and professional skills in the use of methods, techniques and teaching aids necessary for the future teacher of the Russian language.

Methodology is the doctrine of methods of cognition and transformation of reality.

3. Scientific research is divided into fundamental and applied:

- the goal is to discover the patterns of language learning and speech development

- aimed at clarifying practical issues.

As in all sciences, the reliability of conclusions and reliability (fiabilidad) recommendations are provided by research methods. There are four main methods:

A methodological experiment to test the availability and effectiveness of new programs, textbooks, manuals, new teaching methods and techniques.It happenssearch, formative (training), control.

Analysis of educational and scientific literature

Exploring the experiences of teachers using innovative methods.

Diagnostic and forecasting methods, on the basis of which the teacher selects methods in order to optimize learning.

4. The methodology of the Russian language has accumulated significant experience, but the system of scientific concepts and terms still requires streamlining, the principles and methods of teaching the Russian language need to be discussed, and the patterns of mastering the Russian language by students of different ages have not been sufficiently studied.

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